個體與同儕學習風格、教學設計之相容性對其學習風格均衡多元發展之影響

The Influence of the Compatibility of Individual-Peer Learning Styles and Instructional Design on Diversified Learning Styles

《淮南子·說林訓》：｢臨淵而羨魚，不如歸家織網｣。隨著科技的快速更替，資訊型態越趨多元，學習者若能擁有多模式學習風格，則能視不同的學習情境，採取合適的學習方式，強化學習者資訊吸收、論述，以及解決問題的能力。本研究透由15周的課程設計，蒐集學習者之分組、學習風格等資料，總計有效樣本為87份，進行迴歸分析發現，學習者的多元學習風格均衡發展性，鑲嵌於課程設計及同儕與其學習風格的配適程度。其中，｢教學設計與個體學習風格相容性｣及｢小組夥伴學習風格與個體異質性｣皆有助於強化個體多元學習風格之均衡發展。建議未來研究可透由動態觀點，針對學習者學習風格改變，進行更多實證的因果性研究，或質性的論述說明，以建立更為完整的研究證據，以供教學相關政策之執行者所參考。

Huai Nan Tzu says, ''Better go home and weave a net than stand by the waterside longing for fish. ''With rapid advancement in technology, types of information have become increasingly diverse. If learners have multimodal learning styles, they can choose suitable learning methods for different learning situations, thus enhancing their ability to absorb information, discourse ability development, and problem-solving skills. Through empirical study of a course in university, this study collected data such as learners' groupings and learning styles. In total, 87 valid samples were included in this research. The regression analysis revealed that the growth of learners' multiple learning styles was embedded in the compatibility of the curriculum design and their peers' learning styles. In particular, it found ''compatibility between instructional design and individuals' learning styles'' and ''heterogeneity in group partners' learning styles and individuals'' help shape the growth of individuals' multiple learning styles. Therefore, it is recommended that future studies include further empirical causal research or qualitative research to explore the dynamic change of learners' learning styles, thereby establishing more complete research evidence to serve as a reference for those who need to implement instruction-related policies.